I had the privilege of witnessing a special moment in the life of a small town this spring when I attended the graduation ceremony of Granger High School. Granger is a small, impoverished town in the Yakima Valley, Washington, where most adults and many children work in the fields cutting asparagus, picking cherries and sorting apples. More than 90 percent of the Class of 2008 graduated from high school on time, and a whopping 90 percent of the 62 graduates are going on to some kind of post-secondary education, 37 percent directly to four-year colleges. These statistics are normally associated with much wealthier schools. Schools like Granger, where 90 percent of the students are low-income, 80 percent Latino and 10 percent American Indian, often graduate fewer than half of their students.

One of the moments that sticks most in my memory is seeing a mother holding a newborn baby—her eighth child—watching her oldest daughter, the daughter she dropped out of high school in order to have, prepare to graduate. “This is a special day for her, but it is a special day for me too,” the mom said. And then, just before the graduation ceremony, her mother came up to me and said, “I have three grandchildren graduating today.”

The grandmother grew up in Granger but, she said, “I was never able to get an education.” She wanted very much to finish school but, she said, “When my father died, all my dreams were gone.” Her father died when she was eleven, which is when she began her life in the fields picking potatoes, apples, cherries, and hops. Only two of her children graduated from high school, but she is hoping and praying that all sixteen of her grandchildren not only graduate but go to college. This spring the oldest three graduated.

Her grandchildren were lucky enough to go to a high school where the faculty believe that their students are capable of great things, the least of which is that they should graduate from high school. The faculty have worked hard to improve instruction, establish a nice atmosphere, and make sure that any student who needs help gets it. But, as Richard Esparza (pictured here), the principal who led the improvements, says, “it begins with the belief system”—that is, everyone in schools like Granger needs to believe that their students are capable of achieving.

There’s a big story to be told about Granger, but to get a little sense of it, here’s an op-ed piece I wrote that was published in the June 29 Seattle Post-Intelligencer.